phd urban education policy

Levin College of Public Affairs and Education

Julka Hall https://levin.csuohio.edu/doc/doc

Programs of Study

Urban Education: Administration Urban Education: Adult, Continuing and Higher Education Urban Education: Counseling Psychology Urban Education: Learning and Development Urban Education: Policy Studies Urban Education: Teaching Chinese as a Foreign Language

Introduction

The Ph.D. in Urban Education program develops the leadership skills of advanced graduate students to prepare them to affect change in urban educational, mental health, and healthcare settings. It is one of the few education doctoral programs in the nation in which a special focus on urban education is infused across different specializations. The conceptual framework and primary focus of the program is preparing the urban educational leader to affect change in the educational environment. The five primary knowledge bases of the Ph.D. program are research skills, an urban perspective, the social context of urban education, the urban learner, and organizational change and development. Concepts from education, urban policy planning, law, economics, psychology, public administration, sociology, political science, and organizational development constitute the core content in the urban educational context that underpins study in the specialty areas. Graduates of the program conduct research and play leadership roles in the areas of instruction, counseling, administration, and policy making in:

• Community colleges
• Colleges and universities
• Business and industry
• Allied health organizations
• Social and community agencies

Doctoral students acquire academic knowledge, research, and technical skills through their close relationship with the faculty and with their doctoral student peer group. Special features of the Urban Education doctoral program include:

• Cohort of candidates
• Urban laboratory
• Research emphasis
• Interdisciplinary core
• Emphasis on organizational change
• Advanced study in an area of specialized educational practice

The program consists of:

• Core seminars (18 credits)
• Research methodology seminars (minimum of 15 credits)
• Specialized area of study (minimum of 20 post-master’s credits)
• Dissertation in the area of specialization (minimum of 10 credits)
• Data Analysis Using Computer Software - EDU 714    or EDU 715    (2 credits)

In the core seminars, a group of students remain intact as a continuously enrolled unit for two years of intensive study and discussion. The continuing intellectual association and support of this group meets the residency requirement of the doctoral program. The research methodology seminars provide quantitative and qualitative research skills essential to the creation of new knowledge and the solution of practical education problems. Courses in the specialized areas provide opportunities for advanced study of administration, counseling, teaching, and policy development in the urban context. The dissertation component follows a traditional model, adhering to the scholarship requirements of research for the Doctor of Philosophy degree.

Faculty Research and Publications

The faculty in the College of Public Affairs and Education has pursued a wide variety of research, in seven major areas:

• Equity issues, including race and ethnicity, gender, and socioeconomic differences.
• Educational/developmental consequences for special needs/at risk children and youth populations frequently associated with urban environments and the development of educational programs that address these needs.
• Learning needs and programming for adults in contemporary, post-industrial urban life.
• The management, organizational development, and reform of educational institutions, especially urban public schools.
• Counseling and mental health issues of urban populations in the face of changing health care policy.
• The process of policy development, school reform, and implementation.
• School effectiveness research, including school, teacher, and community practices that impact students’ educational outcomes.

The faculty has been recognized for scholarly publications in more than eighty journals in the core and specialization areas. The Counseling Psychology Specialization is accredited by the American Psychological Association. Questions related to the program’s accredited status should be directed to the Commission on Accreditation:

Office of Program Consultation and Accreditation, American Psychological Association, 750 1st Street, NE, Washington, DC, 20002. Phone: 202.336.5979/Email: [email protected] . Web: www.apa.org/ed/accreditation .

Current faculty information can be located on the Cleveland State University Faculty Profile page.

Financial Assistance

A limited number of graduate assistantships are available for students. Assistantships require five to twenty hours of service per week (see the section on Graduate Assistantships    in this Catalog). Depending on the type of assistantship, graduate assistants must enroll for six or nine graduate credits per semester. Applications for assistantships must be made directly to the School of Education and Counseling, Levin College of Public Affairs and Education, Julka Hall.

Admission Information for Counseling Psychology Specialization

Application deadline.

January 15th

The Doctoral Program in Urban Education seeks applications for the specialization in Counseling Psychology from individuals who have a master’s degree in counseling or clinical psychology or a closely related field, research experience, experience in an applied setting, a strong academic record, good communication skills, and strong letters of recommendation (including letters from graduate faculty). An undergraduate GPA of 2.85, and a graduate GPA of 3.5 are preferred. GRE scores are optional. Admission decisions also are influenced by space limitations, students’ evidence of commitment and interest in urban multicultural issues, aptitude for research, and a match between student interests and faculty expertise. Approximately five Counseling Psychology doctoral students will be admitted each year.

APPLICATION MATERIALS

• Graduate Application
• Curriculum Vita
• Personal Statement
• Official copies of all academic transcripts
• 3 Letters of recommendation (at least one must be from a faculty member from previous graduate work)
• GRE scores are optional

PERSONAL STATEMENT

A personal statement regarding your professional interests and goals should be included with your application. This statement should not exceed 3 pages single spaced. We are interested in knowing what attracted you to the field of counseling psychology and to doctoral program at Cleveland State University. Describe your experiences in applied settings (e. g., hotline experience, residential treatment staff, field placements) and your research experiences (e. g., assisting with a faculty member’s research, professional presentations, publications, or master’s thesis). Applicants should describe their experiences and skills with quantitative research methods and statistics in their personal statements. In addition, applicants should address the personal characteristics that will enable them to succeed in a doctoral program that requires a minimum of three courses in quantitative research and statistics. Please describe your goals for graduate study, as well as your goals for your professional career. Be specific in describing your interests in research and practice, particularly as they relate to diverse urban populations.

PREREQUISITES FOR ADMISSION

Applicants to the counseling psychology specialization must have a master’s degree in counseling or clinical psychology, or a closely related field. In addition, the following master’s level prerequisite courses or their equivalents are required and may be completed either prior to beginning doctoral study or concurrently with doctoral studies. Please refer to the section on course descriptions in this catalog.

• CNS 504 - Cultural & Social Foundations in Counseling    
• CNS 505 - Appraisal Counseling     
• CNS 517 - Ethical and Legal Issues in Counseling     
• CNS 620 - Laboratory in Counseling Techniques     
• CNS 622 - Individual Counseling: Theory & Process     
• CNS 623 - Group Process and Practice    
• CNS 524 - Career Development & Information Services    
• CNS 706 - Psychopathology and Diagnosis for Counselors    
• EDB 601 - Research in Education and Human Services    

REVIEW OF APPLICATIONS

Applications will be reviewed by the Counseling Psychology Core Faculty who will select the top candidates to invite to campus for an interview. Invitations for interviews will be made by February 1st of each year. Interviews will be conducted by 4-5 counseling psychology core faculty members who will then make recommendations for admission, and then submit to the doctoral studies committee of the College of Public Affairs and Education for final approval.

Offers of Admission will be made by March 15th of each year.

Students must accept or decline offers in writing by April 15th of each year.

Admission Information for Other Specializations

The Doctoral Program admits a class of twenty students each year that proceeds as a cohort. Applicants must submit:

• A completed admission application form
• Official transcripts from all colleges and universities previously attended
• Official GRE test scores are optional
• A current curriculum vita
• A personal statement as noted below
• Two letters of recommendation. At least one should be from a college professor familiar with the applicant’s graduate-level academic ability.

A personal statement regarding your professional interests and goals should be included with your application. This statement should not exceed 3 pages single spaced. We are interested in knowing what attracted you to the field of urban education, to the particular specialization that you are applying for, and to the doctoral program at Cleveland State University. Describe your experiences in applied settings (e.g., professional positions, volunteer activities) and your research experiences (e.g., assisting with a faculty member’s research, professional presentations, publications, or master’s thesis).  Applicants should describe their experiences and skills with quantitative research methods and statistics in their personal statements. In addition, applicants should address the personal characteristics that will enable them to succeed in a doctoral program that requires a minimum of three courses in quantitative research and statistics. Please describe your goals for graduate study, as well as your goals for your professional career. Be specific in describing your interests in research and practice, particularly as they relate to diverse urban populations.

Based on completed applications, a pool of candidates is invited to participate in further screening through an interview process with three members of the graduate faculty. To be invited for an interview, the applicant must have a minimum master’s grade-point average of 3.25 and meet two of the following four criteria:

• Demonstrated research experience through a thesis or research project at the master’s level or an authored publication in a refereed research journal;
• Successful completion of at least one graduate research course and one graduate statistics course with a grade of B or better, prior to admission to the doctoral program
• Sustained and significant professional and/or volunteer experience and success with urban economic, social, political, and/or educational issues as evidenced by the candidate’s CV, personal statement and/or references. This can include evidence of extensive and successful leadership, policy or pedagogy innovations, teaching, or therapeutic performance. Applicants may submit additional supporting materials to document urban experience.
• GRE scores on each section (Verbal/Quantitative/Analytic Writing) above the 50th percentile

If a candidate has taken only one graduate research or statistics course with a B or better, the committee may decide to admit a student with the requirement that they complete an additional graduate research or statistics course with a B or better to be fully admitted prior to beginning the doctoral program.

The application deadline for priority admissions is the first Monday in February. Application materials for any remaining slots will be accepted through March 15. Submit application materials online.

The Doctoral Studies Committee makes an admission recommendation based on the applicant’s ability to meet the screening criteria stated above and the results of the interview. The admission action and supporting materials are transmitted to the applicant.

Apply Now:  https://grad.engagecsu.com/

Degree Requirements

Each student prepares a program of study with a faculty advisor. Components are as follows:

Core Seminars/Courses Required

(18 credits)

• EDU 803 - The Life Cycle:Development & Learning *
• EDU 805 - Cultural Foundations of Education and Human Services I:Social Perspectives *
• EDU 806 - Cultural Foundations of Education and Human Services II:Race & Ethnicity
• EDU 809 - Urban Education:Organizational Change & Development *
• UST 716 - Urban Policy Seminar *

*Not required for counseling psychology specialization.

Research Core Required

(15-16 credits)

• EDU 701 - Advanced Research Methods in Counseling and Education
• EDU 800 - Advanced Research Design & Measurement
• EDU 801 - Inferential Statistics & Hypothesis Testing
• EDU 807 - Introduction To Qualitative Research
• EDU 808 - Advanced Qualitative Research In Education or  EDU 802 - Quantitative Research    

Specializations

(20 credits minimum)

Requirements for specializations are listed under their heading below.

Total Credit Hours

(65 credits minimum)

Data Analysis Using Computer Software

Students are required to take either EDU 714    or EDU 715  

• EDU 714 - Qualitative Research Software for Data Analysis or
• EDU 715 - Quantitative Data Management, Manipulation, and Programming

Comprehensive Examinations

Prior to scheduling a dissertation prospectus hearing, students must demonstrate successful performance on written comprehensive examinations. The examinations are to be taken following the completion of the core and research seminars/courses, and after the completion of at least fifteen credit hours in the area of specialization.

Students who fail to attain the required level of competence on the comprehensive examinations may retake them, but only after completing additional preparatory course work and/or study. The core and research examinations are administered in August and February.

Advancement to Candidacy and Exit Requirements

All candidates must complete a dissertation (10 credits minimum) that adds to the research knowledge about urban education. The student begins prospectus development no later than the third year of the program in concert with the Dissertation Advisor. A committee comprised of the advisor and two additional faculty members is named when the student has successfully completed all comprehensive examinations. The process includes the following steps:

• Prospectus/Specialization Hearing. When the candidate completes a dissertation prospectus to the advisor’s satisfaction, the Dissertation Committee conducts an oral examination on the prospectus and the area of specialization. Students are advanced to candidacy upon successful completion of the prospectus defense.
• When the candidate has completed the dissertation, a final oral examination is held before the Dissertation Committee. Acceptance of the dissertation and recommendation for conferring the Ph.D. degree is contingent upon majority Committee approval. If the candidate is not initially successful, the oral examination may be repeated once after appropriate revision of the dissertation.
• EDU 895 - Doctoral Research (before approved prospectus)
• EDU 899 - Phd Dissertation (after approved prospectus)

School Administration

The School Administration specialization requires as a prerequisite a master’s degree in administration and leads to a state license for various administrative positions.

Required (8 credits)

• ADM 831 - Implementing Public Policy in Schools & Universities
• ADM 889 - Advanced Seminar in Administration

At least 12 additional credit hours selected from courses such as:

• ALD 606 - Modern Higher Education in a Changing Society
• ALD 645 - Organizational Learning and Change
• ADM 642 - Human Resources and Community Engagement
• ADM 643 - School Financial and Facilities Management
• ADM 652 - School Business Management & School Facilities
• ADM 674 - Special Education Law
• ADM 676 - Clinical Supervision and Professional Development
• ADM 677 - Legal and Policy Issues in Education
• ADM 811 - The School Superintendency

Adult, Continuing and Higher Education

The Adult, Continuing and Higher Education specialization accepts applicants from a broader range of master’s study and prepares them for administrative roles in higher education and adult education, including human resource development and community agencies.

Pre-Requisite:

• ALD 607 - Adult Education in a Changing Society

Required (19 credits)

• ALD 800 - Leading Continuing Education for Professionals
• ALD 801 - Adult Learning Theory and Research
• ALD 802 - Advanced Seminar in Adult Learning & Development
• ALD 889 - ALD Research Seminar/Proposal Writing

Electives (at least 3 credits)

Students choose, in consultation with advisors, at least three additional credit hours in the areas of adult learning and development, human resource development, planning/budgeting, leadership, and professional ethics.

Counseling Psychology

Counseling Psychology requires prior Master’s study in counseling, psychology, or a closely related field. This specialization trains counseling psychologists who have the requisite knowledge base and therapeutic skills for entry into the practice of professional psychology and competent practice within a multicultural diverse urban society, and will contribute to and/or apply the scientific knowledge base of psychology using skills in research methods. This curriculum meets academic prerequisites for eligibility for licensing as a psychologist in the State of Ohio.

General Psychology Core

(20 Credits)

• PSY 525 - Social Psychology
• PSY 588 - History of Psychology
• PSY 562 - Learning, Memory, and Cognition
• PSY 591 - Lifespan Development I
• PSY 592 - Lifespan Development II
• PSY 677 - Foundations of Cognitive and Behavioral Neuroscience
• CNS 712 - Theories of Personality & Counseling
• EDU 700 - Advanced Integrative Discipline Specific Knowledge in Trauma Psychology

Professional Core in Counseling Psychology

(38 Credits)

• CNS 665 - Professional Issues in Counseling Psychology
• CNS 702 - Individual Intelligence Testing
• CNS 703 - Personality Assessment for Counselors
• CNS 738 - Family Counseling
• CNS 825 - Advanced Career Development: Theory and Practice
• CNS 826 - Fundamentals of Supervision and Consultation
• CNS 888 - Research & Evaluation in Counseling
• CNS 780 - Counseling Psychology Doctoral Practicum I: Focus on Interventions *
• CNS 781 - Counseling Psychology Doctoral Practicum II: Focus on Diagnosis and Testing *
• CNS 782 - Predoctoral Internship in Counseling Psychology **

* CNS 780    and CNS 781    are required in Fall and Spring Semesters in which students must successfully complete part-time practicums.

** CNS 782    is required in Fall and Spring Semesters in which students must successfully complete a full year, full-time internship.

Learning and Development

The Learning and Development specialization accepts applicants interested in the improvement of instruction through understanding individual differences in learners and learning environments with an emerging emphasis on technology. Graduates pursue teaching and instructional leadership roles in K-12, teacher, higher education, and adult education settings.

Required (11 credits)

• EDU 811 - Intellectual Variability:Seminar In Learning & Development
• EDU 812 - Personal & Social Factors: Seminar in Learning & Development
• EDU 813 - Differentiating Intervention:Learning & Developmental Settings
• EDB 711 - Educational Evaluation & Innovation

At least nine additional credit hours approved by the advisor.

Students in the Learning and Development track may also specialize in a specific curricular area.

Policy Studies

Policy Studies accepts applicants with a broader range of master’s-level study and prepares them for policy-leadership and school-reform roles in a variety of educational settings.

Required (at least 9 credits)

• EDU 814 - Urbn Educational Policy

And two of the following courses:

• EDB 604 - Equity in Community and Classroom Settings: Promoting Youth and Young Adult Well-Being
• EDB 606 - Philosophy of Education
• EDB 608 - Political Landscape of Education: Tools for Policy Analysis and Advocacy
• EDB 609 - Comparative & International Education
• EDB 610 - LGBTQ+ Inclusionary Policies and Practices for Adolescents and Young Adults
• EDB 612 - Curriculum Theory & Instruction
• EDB 693 - Special Topics in Educational Studies, Research, and Technology
• EDB 711 - Educational Evaluation & Innovation *

*Recommended for all who plan to lead or evaluate programs.

At least 11 additional hours selected from policy foundations, urban affairs, sociology, and history.

Teaching Chinese as a Foreign Language

The Teaching Chinese as a Foreign Language specialization accepts applicants who are fluent in both Mandarin Chinese and English, and prepares them to teach and support teachers whose specialty is or will be teaching Chinese to students with a first language other than Chinese, and/or decision-makers charged with administration of such a program. Applicants must hold a Master’s degree or higher in order to apply for admission; teaching certification in the field of Chinese is recommended but not required. This specialization includes required coursework delivered at a distance by Chinese institutions of higher education.

Required (20 credits)

To be taken at csu (8 credits).

• ETE 812 - Educational Technology in Chinese Language Instruction

To be taken online from East China Normal University (6 credits)

• EDB 813 - Cognitive Studies in Chinese as a Foreign Language
• EDB 814 - Theories of Teaching Chinese as a Second/Foreign Language

To be taken online from Beijing Normal University (6 credits)

• EDB 815 - Research on Chinese Grammar
• EDB 816 - Study of Theories at the Frontier of the Discipline in Teaching Chinese as a Foreign Language

Department of Education

Urban education policy a.m..

Our immersive 12-month degree in urban education policy equips students with the essential skills they need to fight for more equitable urban schools at the policy level.

Brown's Graduate Programs in Education

Reforming systems. transforming lives..

Now more than ever, urban schools need policy analysts and leaders who can improve students’ opportunities and outcomes. The yearlong program in urban education policy prepares students to become change agents who can lead the fight for equitable educational opportunities.

Over a year, UEP students complete an independent research project, take rigorous courses, and gain community experience through internships with Brown’s community partners. Through this integration of research, theory, and practice, students learn how urban education policy works, how decisions are made, how to measure policy consequences, and how to make an impact.

Together in a cohort setting, students learn the perspectives and tools of school governance, policy redesign, data analysis, diversity and inclusion, community building, and economic analysis, applying each to the complex context of urban education systems. 

The cross-disciplinary UEP program prepares students for careers as education policy leaders and can also act as a springboard for advanced study involving policy analysis, planning, and development in urban public education.

Brown University UEP

Learn more about the Urban Education Policy master's program.

average cohort size

students receive financial support

student: faculty ratio

Why we’re different

From its focus on urban schools to its practice-based curriculum, the UEP program distinguishes itself in several ways.

• Small, tight-knit cohort Students build community and collaborate closely throughout their time at Brown, working together to solve problems in complex, high-need school systems.  
• Nine months of hands-on experience Students apply what they’ve learned in the classroom and engage in the Providence community. Some students intern with institutes, while others choose to intern with local school districts, municipal offices, state agencies or non-profit organizations.   
• Focus on racial and economic inequality in schools Our recently revised UEP curriculum pays special attention to race, class, community and inequality in the context of urban education, exploring the unique opportunities and challenges faced by schools in America’s cities.  
• Integration of theory and practice Students’ internships in Providence coincide with academic courses — guided by experienced practitioners — that build relevant knowledge and skills. Forging connections between the classroom and the meeting room allows students to connect theory to practice in deep and meaningful ways.  
• World-class faculty Education Week has ranked several Brown faculty members among the most influential scholars shaping educational policy and practice today.    
• Cross-campus collaboration Collaborations with the Watson Institute for International and Public Affairs and other academic departments at Brown augment the program's practical and interdisciplinary aspects. 

How It All Works

Heather Johnson's Urban Education Policy experience at Brown

Program Overview

Urban education fellows, how to apply.

Graduate Programs

Education: urban education policy, request more info.

Brown University’s one-year, on-campus master’s in urban education policy develops change agents who can lead the fight for equitable educational opportunities.

The master’s in urban education policy (UEP) program integrates research, theory and practice to explore critical areas such as urban school governance, race and democracy, program evaluation, data analysis, economic analysis, community needs assessment and strategic management. 

This program offers the following degree: 

• Master of arts (A.M.)

Through a focused academic curriculum and a nine-month internship, you’ll learn how urban education policy works, how decisions are made, how to measure policy consequences and how to make an impact.

During your internship, you’ll gain hands-on experience addressing the evolving needs of policy organizations. Previous UEP students have gained valuable experience working at prominent organizations including the Annenberg Institute at Brown, the Providence Mayor’s Office, the Rhode Island Department of Education, Boston Public Schools, Rhode Island Kids Count and more. 

Additional Information

Part-time study option: A limited number of students can study on a part-time basis. Learn more here .

Brown undergraduates can apply to this program as a fifth-year master’s degree .

Attend an Info Session

Application Information

If you have any questions regarding the application process for this program, please email  [email protected] .

Application Requirements

Gre subject:.

Not required

GRE General:

Not required for the 2024-25 application.

TOEFL/IELTS:

All international applicants whose native language is not English must submit an official Test of English as a Foreign Language (TOEFL) or International English Language Testing System (IELTS) score. Please visit this website for more information and exceptions.

Official Transcripts:

Required. All applicants may upload unofficial transcripts for application submission. Official transcripts are ONLY required for enrolling students before class start. An international transcript evaluation (WES, ECE, or The Evaluation Company) is required for degrees from non-U.S. institutions before enrollment.

Letters of Recommendations:

Three (3) recommendations required. Two (2) recommendations for current Brown undergraduates (5th-year applicants).

Personal Statement:

Please describe in 1000-1500 words your chief motivations for pursuing graduate work in the U.S.-based urban education policy program. The personal statement should highlight your experience (work/study and research) in your chosen field, professional goals, and plans for study at Brown, including specific problems within urban public education you want to address.

Additional Requirements:

In no more than 200 words, please comment on your training, policy, research, and/or management experience in using any type of data, both qualitative and quantitative.

Dates/Deadlines

Application deadline, 5 th year deadline, tuition and funding.

• Graduate Tuition & Fees : Please visit the Student Financial Services Office for up-to-date tuition rates.
• Scholarships : Merit and need-based scholarships are available for domestic and international students. More information can be found on the Department of Education’s cost and financial aid website.

Completion Requirements

The program can be completed in one year on a full-time basis or in two years on a part-time basis. Students are required to complete nine courses, which consist of one elective course and eight core courses. This also includes a nine-month internship that counts as one course. Brown University fifth-year students can enroll in a graduate course during their senior year that will count toward their UEP elective requirement, allowing them to complete eight courses within one year.

The required courses are in the areas of urban education policy – system and governance; race and democracy; policy analysis and program evaluation; education inequality and community assets; quantitative research methods and data analysis; economic analysis of education policy; and strategic management of school organization. One of the required courses is the nine-month internship, which serves as a key feature of the program.

The elective component of the curriculum allows students to either gain a greater depth of training in a core area or broaden their graduate experience by seeking coursework in areas that are related to, but not directly covered by, the core courses in the program.

Alumni Outcomes

Both inside and outside the classroom, you’ll receive top-notch preparation for careers in policy, research, educational leadership or consulting.

Contact and Location

Department of education, mailing address.

• Education Dept. Faculty
• Program Handbook
• Graduate School Handbook
• Program Overview

Urban Policy - PhD

This field prepares students to undertake research related to urban areas. Fundamentally, cities are about proximity and heterogeneity, which bring both benefits and costs. Bringing large numbers of diverse people together in small spaces means opportunities for exciting and productive interaction on the one hand, but also greater possibilities for conflict, contagion, and congestion on the other. Students in this field will gain a solid understanding of these benefits and costs and how they are related.

The field is divided into two main parts. The first—cities and urban government—provides a foundation in urban growth and development, government, and public finance. Why do cities exist in the first place and why do some grow more rapidly than others? How do people and businesses sort themselves within urban areas? What drives these decisions and what are their consequences? How does the fragmented structure of American local government contribute to residential sorting? What has research taught us about urban political dynamics and the role that governmental and nonprofit organizations play in the implementation of policy?

The second part focuses on specific policy areas. We include a broad array of issues, such as racial segregation, infrastructure, transportation, high housing costs, homelessness, crime, health problems, education, economic development, and poverty. The areas are tied together by their focus on the spatial aspects of these problems and the policies directed at them. What does theory and research tell us about the ways in which location affects these problems and the ways in which these problems affect location decisions in turn? Students will gain substantial expertise in three of these areas and will be sufficiently familiar with the others so as to understand their many interactions.

Mastery of these areas requires some knowledge of contributions from a variety of disciplines, including political science, economics, and sociology. Students will achieve substantial expertise in the urban subfield of one of the core social science disciplines, understand its theories regarding cities and be familiar with the leading empirical research.

College of Architecture, Planning and Public Affairs

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• Ph.D in Urban Planning and Public Policy

PROGRAM OVERVIEW

The Ph.D. in Urban Planning and Public Policy (UPPP) integrates the academic disciplines of urban planning and public policy by training Ph.D. students to conduct independent research that makes a substantive contribution to their chosen planning and policy subfields. The program prepares doctoral students for academic careers and for leadership in research positions in the public, private or nonprofit sectors. UPPP graduates have secured academic and research positions at research universities and institutes, think tanks, and public planning agencies nationally and internationally.

The UPPP Ph.D. stresses interdisciplinary in four field areas:

• Urban Policy and Planning
• Physical Planning, Development and Urban Design
• Land Use/Transportation Analysis, Planning and Policy
• Environmental Planning Policy/Sustainability

DEGREE FOCUS AND HIGHLIGHTS

The program builds the theoretical and methodological foundations that prepare students to make an independent contribution to their planning and policy subfield and consists of:

• Two years of coursework
• Qualifying field exam in the student’s chosen field area and related proposed dissertation topic
• Defense of the dissertation proposal followed by the dissertation research, and the writing and defense of the dissertation. Planning faculty contribute expertise to the program’s field areas and chair the student’s Dissertation Supervisory Committee that guides the development of the student’s dissertation. The dissertation can take the traditional monograph or a three-article form.

PROGRAM BENEFITS

Through faculty mentoring and the Ph.D. Student Consortium, the program fosters an intellectual community that encourages advanced doctoral research presentations at state, national and international conferences such as:

• Association of Collegiate Schools of Planning
• World Planning Schools Congress
• Transportation Research Board
• Urban Affairs Association
• Association of American Geographers
• State and national conferences of the American Planning Association

Contact Info

Contact: CAPPA Admissions at   [email protected]

Degree and Course Requirements

Leveling courses.

Total Hours: 6

Theory Courses

Total Hours: 12

Research Courses

Field Area Courses

Dissertation, urban planning and public policy (uppp) ph.d..

2023-2024 Edition

A guide to doctoral studies at the College of Architecture, Planning and Public Affairs (CAPPA), The University of Texas - Arlington. The UPPP Ph.D. handbook attempts to provide guidance and useful information to new and current UPPP students. We trust that your experience will be academically, professionally, and personally rewarding.

ORIENTATION

CAPPA Ph.D. Orientation

Learn more about two doctoral degree opportunities that provide very distinct programs guided by different objectives. 

ASSISTANTSHIPS

The application of theory and research is facilitated by research activities and centers, including the Institute of Urban Studies (IUS) , where several UPPP Ph.D. students hold GRA positions. UPPP Ph.D. students holding Enhanced Graduate Teaching Assistantships contribute to undergraduate instruction in CAPPA’s Urban Affairs and Environmental and Sustainability Studies Minors.

SCHOLARSHIPS AND FINANCIAL AID

Explore Funding

Additional opportunities.

Dean's Distinguished Assistantship Program

The Department of Public Affairs and Planning at UTA’s College of Architecture, Planning and Public Affairs (CAPPA) is pleased to announce the new Dean’s Distinguished Assistantship (DDA) program. The program is nationally competitive and aims to support the most promising students applying for admission to department's doctoral programs in Urban Planning and Public Policy (UPPP)and Public Administration and Public Policy (PAPP).

Learn more about the DDA Program .

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Alexander Anisimov

Alexander Anisimov was born on April 16, 1935 in Saint-Petersburg, Russian Federation. He was the son of Anisimova Eugenia Aleksandrovna and Anisimov Viktor Ivanovich.

In 1958, Alexander Anisimov graduated from Moscow Architectural Institute. In 1963, he enrolled to post-graduate at Research Institute of Public buildings and Facilities and in 1967 successfully defended his thesis. From 1968 to 1985 he taught at VGIK (now All-Russian State University of Cinematography named after S. A. Gerasimov) at decorating faculty.

After graduation A. Anisimov went on an assignment to Tomsk. In 1958 he taught at the Institute of Construction. In 1959 he returns to Moscow. By this time Alexander Viktorovich was the author of two buildings under construction. Since 1959, A. Anisimov works as an architect of the Central Research Institute of Housing. Under the leadership of Alexei Sergeevich Obraztsov, Alexander Viktorovich participated in the design of the Shopping Center in the Academic Township in Novosibirsk (1960). In the same year he designed a popular cafe among the youth called “Aelita”.

As part of the team of authors A. Anisimov also worked on the project of the Public Center for the village of Kalinovka in the Kursk region (1961-1964). From 1968 to 1985 he taught at VGIK (now All-Russian State University of Cinematography named after S. A. Gerasimov) at decorating faculty. Since 1969, he became the head of the design workshop in TsNIIEP educational buildings, where he designed a small town at Smolensk. From 1971 to the present time, Alexander Viktorovich works in Mosproject-4, specializing in the design of theatrical and spectacular buildings.

A special page in the creative activity of the architect is the Taganka Theater. Under the leadership of Alexander Viktorovich a new building was designed, the old was reconstructed and the interiors of the theater were created (1986).

Alexander Viktorovich Anisimov was a Corresponding Member of the International Academy of Architecture, Moscow Union of Architects (1962), Board of the USSR Supreme Soviet (1975-1985), Corresponding Member and Chief Scientific Secretary of the Russian Academy of Architecture and Building Sciences. He is also a member of Council of the Higher Attestation Commission and Scientific Councils in Research Institute of Theory and History of Architecture and Urban Planning (RITHAUP) and Moscow Architectural Institute.

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	Sep 13, 2024   USC Catalogue 2018-2019     USC Catalogue 2018-2019 [ARCHIVED CATALOGUE] | Program Requirements The PhD program requires a minimum of 63 units of course work, comprising the following elements: Core Block (16 units), Concentration Block (15 units), Research Block (15 units), Cognate Block (12 units) and Dissertation Proposal and Dissertation Block (5 units). The core represents the essential knowledge that serves as the groundwork for later course work and for other research and scholarly activities within the program and beyond with a particular focus on urban education. This work is completed in the first year. Required Courses EDUC 630 Organizations and Policy: Current Issues Units: 4 EDUC 642 Controversies in Learning and Instruction Units: 4 EDUC 650 Ways of Seeing: Applying Social Science and Critical Theories to Education Units: 4 Additional Requirements Concentration block. Courses in this block are linked to two of the concentrations available in the Rossier School of Education PhD program. Courses in this block permit students to consider applied problems in collaboration with students in other programs. Research Block Courses in this block provide the basic tools to pursue systematic, programmatic, empirical investigation. It includes qualitative and quantitative elements with the understanding that complex educational problems require a variety of investigative approaches. Areas include research design, analysis of variance/multiple regression, qualitative methods, measurement, advanced qualitative or quantitative analysis, or other related areas. Courses may be taken inside or outside the Rossier School of Education. Cognate Block This block is designed for students to pursue interdisciplinary approaches to educational issues, and may consist of courses inside or outside the Rossier School of Education. The specific courses are determined in conjunction with the adviser. Dissertation Block This block includes preparation for the qualifying examination and initial dissertation proposal. It is taken during the semester of the qualifying examination and EDUC 794a Doctoral Dissertation   , EDUC 794b Doctoral Dissertation    (minimum of 4 units taken after a student passes the qualifying examination and has advanced to candidacy). The dissertation block is designed to prepare students for their dissertation research and continues through the writing and defense of the dissertation. The process involves intensive collaboration with the adviser and the qualifying exam committee. Transfer of Course Work The maximum number of transfer credits that can be applied toward the degree is 20 units. The faculty of the student’s degree program determines whether transfer credit is applicable toward a specific graduate degree. Faculty Adviser A designated faculty member provides the academic advisement for entering graduate students at the point of admission. A faculty member is appointed to serve as the adviser until an approved qualifying exam committee is established. Screening Process When students have completed the core course work, the doctoral screening committee assesses their performance and makes a decision about their readiness to continue in the program. Students are notified of the results by the PhD program chair and director. Additionally, students will be assessed each year based on adviser input, coursework and research progress.  If student progress is not satisfactory as determined by the student’s faculty adviser, warnings will be issued in accordance with USC Graduate School policies. Qualifying Exam Committee The qualifying exam committee is composed of at least five members. A minimum of three, including the chair, must be from the Rossier School; one must be a faculty member from outside the Rossier School. Normally, all members of the qualifying exam committee are regular faculty with the rank of assistant professor or above in departments offering the PhD. Qualifying Examinations As a prerequisite to candidacy for the PhD, students must pass written and oral qualifying examinations. The written qualifying examination is designed to assess a student’s readiness to undertake dissertation research and to assess the student’s ability to critically analyze and synthesize theoretical and methodological knowledge. The oral portion consists, in part, of a teaching and research portfolio. The teaching portfolio documents and reflects the student’s development and productivity in thinking about course content and instructional delivery. The research portfolio documents and reflects the student’s development and productivity in research and writing from the point of entry into the program. Admission to Candidacy Admission to candidacy is a formal action taken by the faculty that is based upon passing the qualifying examination and completing all PhD course requirements (with the exception of EDUC 794a,     EDUC 794b,     EDUC 794d,     EDUC 794z    Doctoral Dissertation). Notification of admission or denial of admission to candidacy is by letter from the associate vice provost for graduate programs. Dissertation Committee After admission to candidacy and approval of the dissertation proposal, the PhD qualifying exam committee is known as the dissertation committee and is usually reduced to three members. The committee will include one faculty member from outside the Rossier School of Education but within USC, and will be chaired by a tenure track faculty member. Doctoral Dissertation After the qualifying examination is passed, students must enroll in EDUC 794a,     EDUC 794b,     EDUC 794d,     EDUC 794z    Doctoral Dissertation each semester, except summer session, after admission to candidacy until all degree requirements have been completed. A minimum of two semesters (4 units) is required. A maximum of 4 dissertation units may be applied to satisfy the degree requirement. While enrolled in EDUC 794a   , students will develop a dissertation proposal in collaboration with the adviser. The dissertation committee grants final approval for the proposal. Credit for EDUC 794a    and permission to enroll in EDUC 794b    will only be given after the dissertation proposal is approved. IRB (Human Subjects Institutional Review Board) approval is required for all dissertation studies. Teaching Skills Development All doctoral students must teach for at least one semester before they graduate. This program requirement may be fulfilled by co-­teaching, serving as a teaching  assistant, or solo teaching. International students must meet the English proficiency standards set forth by the American Language Institute and participate, if necessary, in specialized training offered through the Center for Excellence in Teaching. Proposals for meeting this requirement must be reviewed and approved by the PhD Governance Committee. Students should also refer to  Graduate and Professional Education    and  The Graduate School   , Academic and University Policies    and other sections of this catalogue for general regulations and policies including but not limited to time limits, leave of absence, scholarship standing, academic warnin, and other issues not directly addressed in this section. Vnukovo International Airport Overview Map Directions Satellite Photo Map Overview Map Directions Satellite Photo Map Tap on the map to travel Notable Places in the Area Vnukovo Airport Locales in the Area Bol’shoye Pokrovskoye Type: Airport Description: international airport serving Moscow, Russia Categories: international airport , airport , commercial traffic aerodrome , federal aeroport and transport Location: Vnukovo District , Western Administrative Okrug , Moscow , Moscow Oblast , Central Russia , Russia , Eastern Europe , Europe View on Open­Street­Map Vnukovo International Airport Satellite Map Landmarks in the Area Stantsiya Aeroport Railway station DoubleTree by Hilton Moscow - Vnukovo Airport Hotel, 2½ km northeast Vnukovskoye Kladbishche Cemetery, 4½ km northeast Stantsiya Tolstopal’tsevo Railway station, 5 km west Stantsiya Lesnoy Gorodok Railway station, 5 km northwest Popular Destinations in Moscow Curious places to discover. V. I.   Lenin The question of ministry of education policy [2], (supplement to the discussion on public education). Written: Written April 27 (May 10), 1913 Published: First published in 1930 in the second and third editions of V. I. Lenin’s Collected Works , Vol. XVI. Published according to the manuscript. Source: Lenin Collected Works , Progress Publishers, 1977 , Moscow, Volume 19 , pages  137-146 . Translated: The Late George Hanna Transcription\Markup: R. Cymbala Public Domain: Lenin Internet Archive (2004). You may freely copy, distribute, display and perform this work; as well as make derivative and commercial works. Please credit “Marxists Internet Archive” as your source. • README Our Ministry of Public (forgive the expression) “Education” boasts inordinately of the particularly rapid growth of its expenditure. In the explanatory note to the 1913 budget by the Prime Minister and the Minister of Finance we find a summary of the estimates of the Ministry of Public (so-called) Education for the post-revolutionary years. These estimates have increased from 46,000,000 rubles in 1907 to 137,000,000 in 1913. A tremendous growth—almost trebled in something like six years! But our official praise-mongers who laud the police “law and order” or disorder in Russia ought not to have forgotten that ridiculously small figures always do grow with “ tremendous ” rapidity when increases in them are given as percentages. If you give five kopeks to a beggar who owns only three his “property” will immediately show a “tremendous” growth—it will be 167 per cent greater! Would it not have been more fitting for the Ministry, if it did not aim at befogging the minds of the people and concealing the beggarly position of public education in Russia, to cite other data ? Would it not have been more fitting to cite figures that do not compare today’s five kopeks with yesterday’s three, but compare what we have with what is essential to a civilised state? He who does not wish to deceive either himself or the people should admit that the Ministry was in duty bound to produce these figures, and that by not producing such figures the Ministry was not doing its duty. Instead of making clear to the people, and the people’s representatives, what the needs of the state are, the   Ministry conceals these needs and engages in a foolish governmental game of figures, a governmental rehash of old figures that explain nothing. I do not have at my disposal, of course, even a hundredth part of the means and sources for studying public education that are available to the Ministry. But I have made an attempt to obtain at least a little source material. And I assert boldly that I can cite indisputable official figures that really do make clear the situation in our official public “miseducation”. I take the official government Russian Yearbook for 1910, published by the Ministry of the Interior (St. Petersburg, 1911). On page 211, I read that the total number attending schools in the Russian Empire, lumping together primary, secondary and higher schools and educational establishments of all kinds, was 6,200,172 in 1904 and 7,095,351 in 1908. An obvious increase. The year 1905 , the year of the great awakening of the masses of the people in Russia, the year of the great struggle of the people for freedom under the leadership of the proletariat, was a year that forced even our hidebound Ministry to make a move. But just look at the poverty we are doomed to, thanks to the retention of officialdom, thanks to the almighty power of the feudal landowners, even under conditions of the most rapid “departmental” progress. The same Russian Yearbook relates in the same place that there were 46.7 people attending school to every 1,000 in habitants in 1908 (in 1904 the figure was 44.3 to every 1,000 inhabitants). What do we learn from these figures from a Ministry of the Interior publication that the Ministry of Public Education did not feel inclined to report to the Duma? What does that proportion mean—less than 50 people out of a 1,000 attending school ? It tells us, you gentlemen who uphold our hidebound public miseducation, of the unbelievable backwardness and barbarity of Russia thanks to the omnipotence of the feudal landowners in our state. The number of children and adolescents of school age in Russia amounts to over 20 per cent of the population, that is, to more than one-fifth . Even   Messrs. Kasso and Kokovtsov could without difficulty have learned these figures from their departmental clerks. And so, we have 22 per cent of the population of school age and 4.7 per cent attending school, which is only a little more than one-fifth ! This means that about four-fifths of the children and adolescents of Russia are deprived of public education! There is no other country so barbarous and in which the masses of the people are robbed to such an extent of education, light and knowledge—no other such country has remained in Europe; Russia is the exception. This reversion of the masses of the people, especially the peasantry, to savagery, is not fortuitous, it is inevitable under the yoke of the landowners, who have seized tens and more tens of millions of dessiatines of land, who have, seized state power both in the Duma and in the Council of State, and not only in these institutions, which are relatively low-ranking institutions.... Four-fifths of the rising generation are doomed to illiteracy by the feudal state system of Russia. This stultifying of the people by the feudal authorities has its correlative in the country’s illiteracy. The same government Russian Year book estimates (on page 88) that only 21 per cent of the population of Russia are literate, and even if children of pre -school age (i.e., children under nine) are deducted from the total population, the number will still be only 27 per cent. In civilised countries there are no illiterates at all (as in Sweden or Denmark), or a mere one or two per cent (as in Switzerland or Germany). Even backward Austria-Hungary has provided her Slav population with conditions incomparably more civilised than feudal Russia has; in Austria there are 39 per cent of illiterates and in Hungary 50 per cent. It would be as well for our chauvinists, Rights, nationalists and Octobrists to think about these figures, if they have not set themselves the “statesmanlike” aim of forgetting how to think, and of teaching the same to the people. But even if they have forgotten, the people of Russia are learning more and more to think, and to think, furthermore about which class it is that by its dominance in the state condemns the Russian peasants to material and spiritual poverty. America is not among the advanced countries as far as the number of literates is concerned. There are about 11 per cent   illiterates and among the Negroes the figure is as high as 44 per cent. But the American Negroes are more than twice as well off in respect of public education as the Russian peasantry. The American Negroes, no matter how much they may be, to the shame of the American Republic, oppressed, are better off than the Russian peasants—and they are better off because exactly half a century ago the people routed the American slave-owners, crushed that serpent and completely swept away slavery and the slave-owning state system, and the political privileges of the slave-owners in America. The Kassos, Kokovtsovs and Maklakovs will teach the Russian people to copy the American example. In 1908 there were 17,000,000 attending school in America, that is, 192 per 1,000 inhabitants — more than four times the number in Russia. Forty-three years ago, in 1870, when America had only just begun to build her free way of life after purging the country of the diehards of slavery—forty-three years ago there were in America 6,871,522 people at tending school, i.e., more than in Russia in 1904 and almost as many as in 1908. But even as far back as 1870 there were 178 ( one hundred and seventy-eight ) people enrolled in schools to every 1,000 inhabitants, little short of four times the number enrolled in Russia today . And there, gentlemen, you have further proof that Russia still has to win for herself in persistent revolutionary struggle by the people that freedom the Americans won for them selves half a century ago. The estimate for the Russian Ministry of Public Miseducation is fixed at 136,700,000 rubles for 1913. This amounts to only 80 kopeks per head of the population (170,000,000 in 1913). Even if we accept the “sum-total of state expenditure on education” that the Minister of Finance gives us on page 109 of his explanatory text to the budget, that is, 204,900,000 rubles, we still have only 1 ruble 20 kopeks per head. In Belgium, Britain and Germany the amount expended on education is two to three rubles and even three rubles fifty kopeks per head of the population. In 1910, America expended 426,000,000 dollars, i.e., 852,000,000 rubles or 9 rubles 24 kopeks per head of the population, on public education. Forty-three years ago,   in 1870, the American Republic was spending 126,000,000 rubles a year on education, i.e., 3 rubles 30 kopeks per head. The official pens of government officials and the officials themselves will object and tell us that Russia is poor, that she has no money. That is true, Russia is not only poor, she is a beggar when it comes to public education. To make up for it, Russia is very “rich” when it comes to expenditure on the feudal state, ruled by landowners, or expenditure on the police, the army, on rents and on salaries of ten thousand rubles for landowners who have reached “high” government posts, expenditure on risky adventures and plunder, yesterday in Korea or on the River Yalu, today in Mongolia or in Turkish Armenia. Russia will always remain poor and beggarly in respect of expenditure on public education until the public educates itself sufficiently to cast off the yoke of feudal landowners. Russia is poor when it comes to the salaries of school teachers. They are paid a miserable pittance. School-teachers starve and freeze in unheated huts that are scarcely fit for human habitation. School-teachers live together with the cattle that the peasants take into their huts in winter. School-teachers are persecuted by every police sergeant, by every village adherent of the Black Hundreds, by volunteer spies or detectives, to say nothing of the hole-picking and persecution by higher officials. Russia is too poor to pay a decent salary to honest workers in the field of public education, but Russia is rich enough to waste millions and tens of millions on aristocratic parasites, on military ad ventures and on hand-outs to owners of sugar refineries, oil kings and so on. There is one other figure, the last one taken from American life, gentlemen, that will show the peoples oppressed by the Russian landowners and their government, how the people live who have been able to achieve freedom through a revolutionary struggle. In 1870, in America there were 200,515 school-teachers with a total salary of 37,800,000 dollars, i.e., an average of 189 dollars or 377 rubles per teacher per annum. And that was forty years ago! In America today there are 523,210 school-teachers and their total salaries come to 253,900,000 dollars, i.e., 483 dollars or 966 rubles per teacher per annum. And in Russia, even at the present   level of the productive forces, it would be quite possible at this very moment to guarantee a no less satisfactory salary to an army of school-teachers who are helping to lift the people out of their ignorance, darkness and oppression, if ... if the whole state system of Russia, from top to bottom, were reorganised on lines as democratic as the American system. Either poverty and barbarism arising out of the full power of the feudal landowners, arising out of the law and order or disorder of the June Third law, or freedom and civilisation arising out of the ability and determination to win freedom—such is the object-lesson Russian citizens are taught by the estimates put forward by the Ministry of Public Education. So far I have touched upon the purely material, or even financial, aspect of the matter. Incomparably more melancholy or, rather, more disgusting, is the picture of spiritual bondage, humiliation, suppression and lack of rights of the teachers and those they teach in Russia. The whole activity of the Ministry of Public Education in this field is pure mockery of the rights of citizens, mockery of the people. Police surveillance, police violence, police interference with the education of the people in general and of workers in particular, police destruction of whatever the people them selves do for their own enlightenment—this is what the entire activity of the Ministry amounts to, the Ministry whose estimate will be approved by the landowning gentry, from Rights to Octobrists inclusive. And in order to prove the correctness of my words, gentlemen of the Fourth Duma, I will call a witness that even you, the landowners, cannot object to. My witness is the Octobrist Mr. Klyuzhev , member of the Third and Fourth Dumas, member of the supervisory council of the Second and Third Women’s Gymnasia in Samara, member of the school committee of the Samara City Council, member of the auditing board of the Samara Gubernia Zemstvo, former inspector of public schools. I have given you a list of the offices and titles (using the official reference book of the Third Duma) of this Octobrist to prove to you that the government itself , the landowners themselves in our landowners’ Zemstvo, have given Mr. Klyuzhev most important posts in   the “work” (the work of spies and butchers) of our Ministry of Public Stultification. Mr.  Klyuzhev, if anybody, has, of course, made his entire career as a law-abiding, God-fearing civil servant. And, of course, Mr. Klyuzhev, if anybody, has by his faithful service in the district earned the confidence of the nobility and the landowners. And now here are some passages from a speech by this most thoroughly reliable (from the feudal point of view) witness; the speech was made in the Third Duma in respect of the estimate submitted by the Ministry of Public Education. The Samara Zemstvo, Mr. Klyuzhev told the Third Duma, unanimously adopted the proposal of Mr. Klyuzhev to make application for the conversion of some village two-year schools into four-year schools. The regional supervisor, so the law-abiding and God-fearing Mr. Klyuzhev reports, refused this. Why? The official explanation was: “ in view of the insignificant number of children of school age . And so Mr. Klyuzhev made the following comparison: we (he says of landowner-oppressed Russia) have not a single four-year school for the 6,000 inhabitants of the Samara villages. In the town of Serdobol (Finland) with 2,800 in habitants there are four secondary (and higher than secondary) schools. This comparison was made by the Octobrist, the most worthy Peredonov [1] ... excuse the slip, the most worthy Mr. Klyuzhev in the Third Duma. Ponder over that comparison, Messrs. Duma representatives, if not of the people, then at least of the landowners. Who made application to open schools? Could it be the Lefts? The muzhiks? The workers? God forbid! It was the Samara Zemstvo that made the application unanimously , that is, it was the Samara landowners , the most ardent Black-Hundred adherents among them. And the government, through its supervisor, refused the request on the excuse that there was an “ insignificant ” number of children of school age! Was I not in every way right when I said that the government hinders public education in Russia, that the government is the biggest enemy of public education in Russia? The culture, civilisation, freedom, literacy, educated women and so on that we see in Finland derive exclusively from there being no such “social evil” as the Russian Government in Finland, Now you want to foist this evil on Fin land and make her, too, an enslaved country. You will not, succeed in that, gentlemen! By your attempts to impose political slavery on Finland you will only accelerate the awakening of the peoples of Russia from political slavery! I will quote another passage from the Octobrist witness, Mr. Klyuzhev. “How are teachers recruited?” Mr. Klyuzhev asked in his speech and himself provided the following answer: “ One prominent Samara man, by the name of Popov, bequeathed the necessary sum to endow a Teachers’ Seminary for Women.” And who do you think was appointed head of the Seminary? This is what the executor of the late Popov writes: “ The widow of a General of the Guard , was appointed head of the Seminary and she herself admitted that this was the first time in her life she had heard of the existence of an educational establishment called a Teachers’ Seminary for Women”! Don’t imagine that I took this from a collection of Demyan Bedny’s fables, from the sort of fable for which the magazine Prosveshcheniye was fined and its editor imprisoned. Nothing of the sort. This fact was taken from the speech of the Octobrist Klyuzhev, who fears (as a God-fearing and police-fearing man) even to ponder the significance of this fact. For this fact, once again, shows beyond all doubt that there is no more vicious, no more implacable enemy of the education of the people in Russia than the Russian Government. And gentlemen who bequeath money for public education should realise that they are throwing it away, worse than throwing it away. They desire to bequeath their money to provide education for the people, but actually it turns out that they are giving it to Generals of the Guards and their widows . If such philanthropists do not wish to throw their money away they must understand that they should bequeath it to the Social-Democrats, who alone are able to use that money to provide the people with real education that is really independent of “Generals of the Guards”—and of timorous and law-abiding Klyuzhevs. Still another passage from the speech of the same Mr. Klyuzhev. “ It was in vain that we of the Third Duma desired free access to higher educational establishments for seminar pupils. The Ministry did not deem it possible to accede to our wishes.” “Incidentally the government bars the way to higher education, not to seminar pupils alone, but to the children of the peasant and urban petty-bourgeois social estates in general. This is no elegant phrase but the truth,” exclaimed the Octobrist official of the Ministry of Public Education. “Out of the 119,000 Gymnasium students only 18,000 are peasants. Peasants constitute only 15 per cent of those studying in all the establishments of the Ministry of Public Education. In the Theological Seminaries only 1,300 of the 20,500 pupils are peasants. Peasants are not admitted at all to the Cadet Corps and similar institutions.” (These passages from Klyuzhev’s speech were, incidentally, cited in an article by K. Dobroserdov in Nevskaya Zvezda No. 6, for 1912, dated May 22, 1912.) That is how Mr. Klyuzhev spoke in the Third Duma. The depositions of that witness will not be refuted by those who rule the roost in the Fourth Duma. The witness, against his own will and despite his wishes, fully corroborates the revolutionary appraisal of the present situation in Russia in general, and of public education in particular. And what, indeed, does a government deserve that, in the words of a prominent government official and member of the ruling party of Octobrists, bars the way to education for the peasants and urban petty bourgeois? Imagine, gentlemen, what such a government deserves from the point of view of the urban petty bourgeoisie and the peasants! And do not forget that in Russia the peasants and the urban petty bourgeoisie constitute 88 per cent of the population, that is, a little less than nine-tenths of the people. The nobility constitute only one and a half per cent . And so the government is taking money from nine-tenths of the people for schools and educational establishments of all kinds and using that money to teach the nobility, barring the way to the peasant and urban petty bourgeois! Is it not clear what this government of the nobility deserves? This government that oppresses nine-tenths of the population in order to preserve the privileges of one-hundredth of the population—what does it deserve? And now, finally, for the last quotation from my witness, the Octobrist official of the Ministry of Public Education, and member of the Third (and Fourth) Dumas, Mr. Klyuzhev: “ In the five years from 1906 to 1910,” said Mr. Klyuzhev, “in the Kazan area, the following have been removed from their posts: 21 head masters of secondary and primary schools, 32 inspectors of public schools and 1,054 urban school-teachers; 870 people of these categories have been transferred. Imagine it,” exclaimed Mr. Klyuzhev, “how can our school-teacher sleep peacefully? He may go to bed in Astrakhan and not be sure that he will not be in Vyatka the next day. Try to understand the psychology of the pedagogue who is driven about like a hunted rabbit!” This is not the exclamation of some “Left” school-teacher, but of an Octobrist. These figures were cited by a diligent civil servant. He is your witness, gentlemen of the Right, nationalists and Octobrists! This witness of “yours” is compelled to admit the most scandalous, most shameless and most disgusting arbitrariness on the part of the government in its attitude to teachers! This witness of yours , gentlemen who rule the roost in the Fourth Duma and the Council of State, has been forced to admit the fact that teachers in Russia are “ driven ” like rabbits by the Russian Government! On the basis provided by this fact, one of thousands and thousands of similar facts in Russian life, we ask the Russian people and all the peoples of Russia: do we need a government to protect the privileges of the nobility and to “ drive ” the people’s teachers “like rabbits”? Does not this government deserve to be driven out by the people? Yes, the Russian people’s teachers are driven like rabbits. Yes, the government bars the way to education to nine-tenths of the population of Russia. Yes, our Ministry of Public Education is a ministry of police espionage, a minis try that derides youth, and jeers at the people’s thirst for knowledge. But far from all the Russian peasants, not to mention the Russian workers, resemble rabbits , honourable members of the Fourth Duma. The working class were able to prove this in 1905, and they will be able to prove again, and to prove more impressively, and much more seriously, that they are capable of a revolutionary struggle for real freedom and for real public education and not that of Kasso or of the nobility. [1] Peredonov—a type of teacher-spy and dull lout from Sologub’s novel The Petty Imp . — Lenin [2] Lenin prepared this draft speech for a Bolshevik deputy to the Duma; the speech was delivered on June 4 (17), 1913 by A. E. Badayev during the debate on the Budget Committee’s report on estimates of the Ministry of Education for 1913. The greater part of Lenin’s draft was read almost word for word by Badayev, but he did not finish the speech. When he read the sentence “Does not this government deserve to be driven out by the people?” he was deprived of the right to speak.   |   |   |     145 IMAGES PhD in Urban Education Policy (PhD) Webinar PhD Policy Studies in Urban Education: Social Foundations of Education Doctor of Philosophy in Urban Education Policy (PhD) Webinar Leadership and Policy in Urban Education: Key Issues What it Really Takes to Apply to 16 PhD Programs in Urban Planning and Policy Urban Education Doctoral Program VIDEO African-American Legends: "Staying Strong" with Terrie Williams and Jennifer Jones African-American Legends: "The Bordentown School," with Dave Davidson and Arthur Symes Mundus Master of Arts in Public Policy (Mundus MAPP) Discover the Urban Planning major Policy Provisions Addressing Education in Pakistan Using Data for Good: Maureen's Urban Education Policy Experience COMMENTS Urban Education Policy (PhD) Urban Education Policy (PhD) - USC. Updated: Thursday, September 5, at 4:15 p.m. PT. USC is a constellation of schools, centers and institutes where some of the brightest minds are leading the way to the future of education. USC, L.A. and California's southland are inextricably linked. Doctor of Philosophy in Urban Education Policy OSOPHY IN URBAN EDUCATION POLICY(PHD)PROGRAM OVERVIEWThe Doctor of Philosophy in Urban Education Policy (PhD) program will prepare you to excel as a scholar who con-ducts research to inform policies that will improve learning, equity and ac. ess for students across the nation and around the world. Utilizing USC Rossier's mentorship model, you ... PhD in Urban Education Develop the knowledge to transform learning and engagement across urban environments. The PhD program in Urban Education is geared toward training highly qualified scholars in K-16 urban education with emphasis in supporting students' deeper understanding and application of law, policy, the social and cultural contexts of education, and evaluation and research methods within the urban context. Urban Education Policy/Public Policy (PhD/MPP) Student must complete 84 units (48 from the PhD in Urban Education Policy and 36 from the Master of Public Policy). Degree Requirements for the PhD. The PhD in Urban Education Policy, adapted for the dual degree, requires a minimum of 48 units of course work, comprising the following elements: Core Block (16 units), Concentration Block (15 ... Urban Education Our research-intensive program is committed to critical and interdisciplinary studies in urban education, with a focus on diversity, equity, inclusion, anti-racism and social justice. The program prepares students with the necessary theoretical and methodological tools to understand urban education as part of other interconnected systems of urban life and to translate research findings into ... PhD Policy Studies in Urban Education: Education, Leadership & Policy The PhD Policy Studies in Urban Education program will only transfer between 12 and 16 credit hours of relevant coursework if approved by the program coordinator. For more information about credit transfer procedures, please consult the UIC Graduate Catalog. Program: Urban Education Policy (PhD) Urban Education Policy (PhD) Print Degree Planner (opens a new window ... course work and for other research and scholarly activities within the program and beyond with a particular focus on urban education. This work is completed in the first year. ... Courses in this block are linked to the concentrations available in the Rossier School of ... Urban Education, PhD The PhD program in Urban Education prepares scholars who conduct critical research in K-16 urban education understanding, engagement, and application of theories of law, policy, and the social and cultural contexts of education. Doctoral students have the opportunity to specialize in critical quantitative and qualitative methodologies, ranging ... PDF PhD in Urban Education Policy for the Rossier PhD in Urban Education Policy program. We hope it is a helpful guide as you navigate through the various sources of information regarding the Rossier PhD program. Please note that a comprehensive list of University policies can be found in the USC Catalogue Program Overview The UEP program is an intensive cohort program, running from June to May. Full-time students complete the program in one year, and part-time students complete the program in two years. Students take most classes together, building a strong and supportive community. Students take nine courses, including 8 required core courses, 1 elective course ... Overview: PhD Policy Studies in Urban Education This PhD in Policy Studies in Urban Education requires a minimum of 100 semester hours beyond the baccalaureate degree and a minimum of 68 semester hours beyond the master's degree. The program requires successful completion of courses in one of two areas of concentration, a comprehensive written qualifying examination, annual reviews, a ... Urban Education, Leadership & Policy EdD / PhD The mission of the Urban Education, Leadership, and Policy Studies Program is to develop dedicated, critical, and reflective leaders seeking to improve urban education through research and practice. While focusing on urban school issues, this program recognizes the interconnectedness of such issues on state, national, regional, and global ... Teaching and Learning, Policy and Leadership The Ph.D. in Teaching and Learning, Policy and Leadership with a specialization in Urban Education will develop you as an equity-minded and culturally responsive researcher and educator. You will gain a deeper understanding of the social, economic, historical and political contexts of urban schools and communities. Our courses explore the challenges facing urban school districts and address ... Program: Urban Education, Ph.D. Urban Education: Learning and Development Urban Education: Policy Studies Urban Education: Teaching Chinese as a Foreign Language. Introduction. The Ph.D. in Urban Education program develops the leadership skills of advanced graduate students to prepare them to affect change in urban educational, mental health, and healthcare settings. It is ... Urban Education Policy/Public Policy (PhD/MPP) Student must complete 84 units (48 from the PhD in Urban Education Policy and 36 from the Master of Public Policy). Degree Requirements for the PhD. The PhD in Urban Education Policy, adapted for the dual degree, requires a minimum of 48 units of course work, comprising the following elements: Core Block (16 units), Concentration Block (15 ... Urban Education Policy A.M. How to Apply. We seek candidates for admission to the Urban Education Policy master's program who combine an interest in education policy issues with a high motivation to be successful in a rigorous and fast-paced master's program. Our immersive 12-month degree in urban education policy equips students with the essential skills they need to ... Education: Urban Education Policy The master's in urban education policy (UEP) program integrates research, theory and practice to explore critical areas such as urban school governance, race and democracy, program evaluation, data analysis, economic analysis, community needs assessment and strategic management. This program offers the following degree: Through a focused ... Urban Policy Urban Policy - PhD. This field prepares students to undertake research related to urban areas. Fundamentally, cities are about proximity and heterogeneity, which bring both benefits and costs. Bringing large numbers of diverse people together in small spaces means opportunities for exciting and productive interaction on the one hand, but also ... Ph.D in Urban Planning and Public Policy The Ph.D. in Urban Planning and Public Policy (UPPP) integrates the academic disciplines of urban planning and public policy by training Ph.D. students to conduct independent research that makes a substantive contribution to their chosen planning and policy subfields. The program prepares doctoral students for academic careers and for ... Alexander Anisimov Since 1959, A. Anisimov works as an architect of the Central Research Institute of Housing. Under the leadership of Alexei Sergeevich Obraztsov, Alexander Viktorovich participated in the design of the Shopping Center in the Academic Township in Novosibirsk (1960). In the same year he designed a popular cafe among the youth called "Aelita". Urban Education Policy (PhD) After admission to candidacy and approval of the dissertation proposal, the PhD qualifying exam committee is known as the dissertation committee and is usually reduced to three members. The committee will include one faculty member from outside the Rossier School of Education but within USC, and will be chaired by a tenure track faculty member. Vnukovo International Airport Map Vnukovo, formally Vnukovo Andrei Tupolev International Airport, is a dual-runway international airport located in Vnukovo District, 28 km southwest of the centre of Moscow, Russia. Lenin: The Question of Ministry of Education Policy Notes. Peredonov—a type of teacher-spy and dull lout from Sologub's novel The Petty Imp.—Lenin Lenin prepared this draft speech for a Bolshevik deputy to the Duma; the speech was delivered on June 4 (17), 1913 by A. E. Badayev during the debate on the Budget Committee's report on estimates of the Ministry of Education for 1913. The greater part of Lenin's draft was read almost word ... PDF Ancha Baranova, PhD College of Science ibi.gmu.edu DISCOVERY HALL | 10910 GEORGE MASON CIRCLE, MANASSAS, VA 20109 SELECT PUBLICATIONS ››A. Baranova et al., Adipose may actively delay progression of NAFLD by releasing tumor-suppressing, anti-fibrotic miR-122 into circulation. assignment essay homework paper phd report resume review speech thesis